Grades 7-8 Literacy Activities Menu H Daily reading has many benefits and is encouraged. A B C D E Victoria Day Chance of a Life Time! Figurative Language 1 Figurative Language 2 Imagine being called up Explore a few things Can you find examples at the last minute to writers use to make of Figures of Speech as play a game with a their writing more you read? What is Victoria Day? professional sports exciting and easier for Click on the image to team, to sing with a us to imagine. Read The Roach. Can find a learning activity famous singer on stage, Click here for some you find one metaphor, around Victoria Day. or to be on a tv show? examples and the task. two similes, and three How would you be Can you find examples examples of

English feeling? of these figures of onomatopoeia. Read the article here speech as you read, about a person called up watch tv, listen to Then click here to to do just that! music, or in practice a strategy for Complete the learning conversations? understanding new activity here. vocabulary.

Fête de la Reine For International Explore la Francophonie Read a book today. This Imagine your life in 10 Museum Day, you will in the world through is a 38-page book titled years. Play the following take a virtual tour of the short videos of children “Un vrai canadien.” games to practice le exhibit “Manger who share their stories. futur simple. ensemble!” from the Click image for activity Game #1 Musée de la civilisation. Watch three videos and Game #2 It is a virtual exhibit compare your life to about our food heritage. theirs using Venn Click image for activity Diagrams. Click image for activity -Alisa de la Belgique -Pipo d’Haїti -Tara du Canada

Click image for activity French as a Second a Language as French

Literacy Additional Resources ENGLISH For your grade 6 – 9 children, you might want to check out Scholastic Learn at Home: Gr. 6 – 9. They have two full weeks of additional literacy learning ready to go. https://classroommagazines.scholastic.com/support/learnathome/grades-6-12.html

You may also wish to have your child check out the learning at the Gr. 3 – 5 level if that suits their needs or interests better. https://classroommagazines.scholastic.com/support/learnathome/grades-3-5.html

FRENCH Here are some additional French resources that are good for Grade 7-8 children to expose them to oral French language on a daily basis. https://www.tfo.org/fr/videos/series https://www.idello.org/fr https://www.onf.ca/

Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Please click on this Icon, whereverGrades you 7see – 8 it, Literacy to access Indigenous content. Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Grades 7 – 8 Literacy 1. Fill in the first column on the chart below with what you know about Victoria Day. Don’t worry if you don’t know that much. You will be learning! 2. After you have the first column filled with what you know. Complete the second column listing what you wonder about/want to know or learn about Victoria Day. These are likely in the form of questions. E.g. Is it always the same day each year? 3. Do some research about Victoria Day. 4. After your research, complete the final column filling in what you learned. Hopefully, you were able to answer all your questions and even include more information. 5. Share your learning with your family. You probably learned things that your family members don’t know!

What I want to What I know What I learned know

Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Grades 7 – 8 Literacy Zamboni Driver Subs as NHL Goalie, Becomes a Hockey Hero

February 23, 2020 8:43 pm by Joyce Grant

By Michael Burn

On Saturday, something very unusual happened during an NHL hockey game.

The Maple Leafs were playing the when the Hurricanes’ starting goalie, , had to leave the game due to injury. Shortly after that, their back-up goalie, Petr Mrazek, was also knocked out of the game after he collided with a Leafs player.

The only option Carolina had was to bring in an ‘emergency goalie.’

They brought in 42-year-old David Ayres, who occasionally practices with the Leafs and the (an team).

Ayres’ full-time job is driving the Zamboni for the Toronto Marlies. (A Zamboni is a vehicle that is driven around an ice rink to make the ice smooth.)

Ayres has been the emergency goalie-in-waiting at Scotiabank Arena for the past three seasons, but he had never before been brought into an NHL game.

The stakes were high for both teams, who were fighting for a playoff spot with only a month to go, so every point mattered. Carolina had been winning the game at that point, by a score of 4 to 1, and bringing in an amateur goalie halfway through the game could spell disaster.

As he took the ice at about the halfway point of the second period, it was obvious that Ayres was not a seasoned, professional goalie. However, what was so amazing was the reaction of the Hurricane players when he made his way onto the ice. They went over to him and tapped him on the goalie pads, with big smiles on their faces, giving him words of encouragement. One of them told him not to worry how many goals he let in–just to have fun.

The first two shots on his net went in and the score became 4 to 3. It looked like the game was going to be lopsided for the Leafs. However, Carolina made it through the rest of the second period and during the intermission, Ayres reassured the Hurricanes players that he wouldn’t let them down.

In the third period, the Hurricanes started to push back, scoring another two goals, blocking shots and working together to shut down or reduce the number of chances the Leafs had to shoot on net.

Ayres helped the team win the game by making eight saves in the third period. With less than a second to go in the game, a Leafs player shot a puck at Carolina’s net, which Ayres caught in his glove.

Carolina won, 6 to 3, over the . Ayres was named first star of the game. Even the Leafs fans were rooting for him and gave him a standing ovation.

The goalie stick Ayres used in the game will be put on display in the .

Source: https://teachingkidsnews.com/2020/02/23/zamboni-driver-subs-as-nhl-goalie-becomes-a-hockey-hero/ Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Grades 7 – 8 Literacy Zamboni Driver Subs as NHL Goalie, Becomes a Hockey Hero

Write your answers in complete sentences on a sheet of paper.

1. What events lead to David Ayres being called up to play for the Carolina Hurricanes? 2. When Ayres, who was not used to playing in the NHL, was brought in to play in this important game, this could have really discouraged the Carolina players. What actions did the Carolina players do that showed they were not discouraged and that they supported their new goalie? How do you think their actions affected Ayres? Explain. 3. How can this story make all of us feel better? What message might we take from this story? 4. If you were asked to interview Ayres after the game, what are 3 questions you would ask him?

**If you wish to hear an interview with David Ayres, you can find one here.

Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Grades 7 – 8 Literacy Figurative Language Figurative language is when you use a word or phrase that does not have its normal everyday, literal meaning. Writers can use figurative language to make their work more interesting or more dramatic than literal language which simply states facts. It makes readers or listeners use their imagination to get a clearer understanding. You will find this used in all kinds of text – poems, stories, songs. You will even hear actors using them. We are going to learn 3 Figures of Speech Similes, Metaphors, and Onomatopoeia

Similes Metaphors

- Compare two different things - Compares two different things - It does not use “like” or ”as” using the words “like” or “as”. Examples: Examples: • Her home was a prison. • Mary was as light as a feather. We know her home has the • Her skin was white like fresh characteristics of a prison. You might snow. imagine that she can’t leave or feels Notice these sentences let you trapped inside. imagine much more clearly than if • My father is a rock. The father is being compared to a rock. they just said: Mary was light. Her He has some of the qualities. We imagine skin was white. he is strong. • The dog took off, a rocket shooting • The glue was as sticky as syrup. across the lawn. • John can run like the wind. The dog is being compared to a rocket.

Onomatopoeia - a word which imitates the natural sounds of a thing. It creates a sound effect that mimics the thing described. It makes the description more interesting. Examples: Honk! Boom, hiss, crackle. The engine whirred. Task 1. On a sheet of paper, write three examples of each figure of speech above. 2. Listen and look for examples of similes, metaphors, and onomatopoeia today, and for the next week, as you read, watch tv, listen to music, or in conversations. Write down what you can find. Maybe ask a family member to help you notice!

Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Grades 7 – 8 Literacy Vocabulary Strategy – Understanding words using context clues

Instructions: Re-read the first section of The Roach up to the first on the top of the second page. Locate the vocabulary words: infested, lurked, mission, sickening, and skittering. Figure out the meaning of the word using the context as a clue. That means don’t use a dictionary or google to see what the word means. Try to figure out the meaning from what is included in your text. You need to read the sentences before and after the word to figure this out. Then complete the chart with what you think the meaning of each word is based on the context of what you read.

Vocabulary Word What I think the meaning is… infested lurked mission sickening skittering

Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Grades 7 – 8 Literacy FSL – Activity B

• Manger ensemble! is a virtual exhibit about our food heritage. 10 families tell us about a festive meal that is meaningful to them. Around their tables, you’ll come to learn more about Québec’s contemporary multiethnic society and Canada’s Francophonie, as each family presents its culinary heritage. • Watch the following videos and complete the chart while you listen. *Each video is about 2mins in length and you can add French subtitles to help understand the different accents.

La vidéo Les questions

Souper entre amis - Québec D’où viennent les recettes? Donne au moins 3 pays. Que pense-t-elle de l’idée de manger ensemble?

Fête d’enfant - Québec Qu’est-ce que les enfants aident à cuisiner pour l’anniversaire de Mathieu? Que pense-t-elle de l’idée de manger ensemble?

Le ramadan de la famille À quelle heure mangent-ils pendant le ramadan? Bouidi - Montréal Que pensent-ils de l’idée de manger ensemble?

Festival du voyageur - Qu’est-ce que le festival du voyageur honore? Manitoba Que pense-t-il de l’idée de manger ensemble?

Mukushan - Mashteuiatsh C’est quoi un mukushan? Que pense-t-elle de l’idée de manger ensemble?

Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Grades 7 – 8 Literacy It’s all about the food!!

We gather, we eat, we laugh, we cry.

All civilization originated where the food was found.

Watch the attached video to see how food is celebrated in some Indigenous cultures.

Traditional Foods Conference

Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Grades 7 – 8 Literacy FSL – Activity C • Compare and contrast your life to the life of Alisa, Pipo, and Tara by creating a VENN diagram for each video. *Therefore, you will have 3 VENN diagrams. • Afterwards, write a paragraph about who you have most in common with. Does this surprise you – yes, no and why? • Share your work with an adult to explain what you have learned today.

Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Grades 7 – 8 Literacy FSL – Activity D

Pre-Reading Activity – Making predictions • Read the title of the book and look at the cover. Make predictions about what you think the story will be about. During-Reading Activity – Pause and reflect • After each chapter, pause and reflect on what you have read. Jot down a few notes of the key ideas and characters. Post-Reading Activity – Play a game • Use the following board game to get you talking about the story. Click on the game to get a printable version.

Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Grades 7 – 8 Literacy FSL – Activity E • Click on the image below to get a printable template. • Imagine your future and draw or glue images in the photo frames according to the caption of each photo. • Next you can interact with a member of your family or friend by asking and answering the following questions: • Comment tu seras dans 10 ans ? • Comment sera ta famille ? • Est-ce que tu auras des enfants ? • Quel métier tu feras ? • Est-ce que tu auras un animal ? • Tu habiteras où ? • Tu voyageras où ? • Tu rencontreras qui ?

Source: fle.mondolingo.com

Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Grades 7 – 8 Literacy Grade 7-8 Literacy (Menu ) Highlighted Curriculum Expectations Considered in this Week’s Choice Board

Grades 1 to 8 Overall Expectations in Language 1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; 2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

ORAL ORAL 3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found CATION COMMUNI most helpful in oral communication situations. 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning; 2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

READING 3. use knowledge of words and cueing systems to read fluently; 4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. 1. generate, gather, and organize ideas and information to write for an intended purpose and audience; 2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience; 3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct

WRITING errors, refine expression, and present their work effectively; 4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process. 1. demonstrate an understanding of a variety of media texts; 2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; 3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

MEDIA LITERACY MEDIA 4. reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts. Grades 1 to 8 Overall Expectations in French as a Second Language - Immersion A1. Listening to Understand: determine meaning in a variety of oral French texts, using appropriate listening strategies. A2. Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences. A3. Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of

LISTENING culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities. B1. Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. B2. Speaking to Interact: participate in spoken interactions in French for a variety of purposes with diverse audiences. B3. Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in

SPEAKING diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations. C1. Reading Comprehension: determine meaning in a variety of French texts, using a range of reading comprehension strategies. C2. Purpose, Form, and Style: identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms.

C3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in READING diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities. D1. Purpose, Audience, and Form: write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary, language conventions, and stylistic elements to communicate clearly and effectively. D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively.

WRITING D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French- speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Upper Canada District School Board Learn at Home Activity Menu H: May 18, 2020 – May 22, 2020 Grades 7 – 8 Literacy